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This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance.

This book deepens the contextual understanding of community in developing countries, its involvement in schools, and its impact on quality, equity, and inclusion of school education.

Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire¿and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don¿t work, have unintended consequences, and when policies help.

This book deepens the contextual understanding of community in developing countries, its involvement in schools, and its impact on quality, equity, and inclusion of school education.

The transition to adulthood for many is mediated by class, culture, and local/global influences on identity. This volume analyzes the global injustices that create inequities and restrict future opportunities for young people during this transitional time, including poverty, unemployment, human rights, race, ethnicity and location. It critically examines global instances of youth discrimination, offering positive strategies and practices such as youth work that successfully remediate these injustices. With international contributions from Aotearoa New Zealand, Australia, England, Malaysia, Peru, Philippines, Portugal, Morocco, Jordan and the U.S., this volume is particularly important to researchers and scholars in the fields of youth studies, education, and social work.

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States.

The similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries. Through shared experiences and perspectives, this volume presents scholarly work from U.S. and South African scholars that advance educational practice in support of social justice and transformative learning. It provides a comprehensive framework for developing transformational learning experiences that facilitates leadership for social justice, and a deeper understanding of the factors influencing personal, national and global identity.

Through empirical studies and ongoing debates in educational policy, this volume explores colorism from an international standpoint by focusing on immigrants and refugee populations. It is one of the first scholarly works to explicitly situate colorism within educational domains and demonstrates how this form of discrimination affects students, families and professionals. This volume presents the connections between race and colorism in P-16 schooling by questioning how variations in skin tone, as well as related features such as hair texture and eye color, complicate the educational experiences of students.

Grounded in empirical research, this volume examines the challenges to academic success that migrant farmworker students face in the U.S. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.

The transition to adulthood for many is mediated by class, culture, and local/global influences on identity. This volume analyzes the global injustices that create inequities and restrict future opportunities for young people during this transitional time, including poverty, unemployment, human rights, race, ethnicity and location. It critically examines global instances of youth discrimination, offering positive strategies and practices such as youth work that successfully remediate these injustices. With international contributions from Aotearoa New Zealand, Australia, England, Malaysia, Peru, Philippines, Portugal, Morocco, Jordan and the U.S., this volume is particularly important to researchers and scholars in the fields of youth studies, education, and social work.

This book explores the multiple, interrelated social contexts that young people inhabit and navigate, and how educational institutions cope with increasing ethnic, cultural and ideological diversity.

British Pakistani Boys, Education and the Role of Religion investigates the educational achievement of British Pakistani boys and the importance of education both in the Pakistani community and in the wider religion of Islam.

Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching.